Next Article in Journal
Sustainability Reporting as a Mixture of CSR and Sustainable Development. A Model for Micro-Enterprises within the Romanian Forestry Sector
Next Article in Special Issue
Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa
Previous Article in Journal
Experiencing Nature: Physical Activity, Beauty and Tension in Tatra National Park—Analysis of TripAdvisor Reviews
Previous Article in Special Issue
Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability
 
 
Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
Journals
Sustainability
Volume 12
Issue 2
10.3390/su12020602
sustainability-logo
Submit to this Journal Review for this Journal Propose a Special Issue
► Article Menu

Article Menu

share Share announcement Help format_quote Cite question_answer Discuss in SciProfiles thumb_up
...
Endorse textsms
...
Comment
first_page
settings
Order Article Reprints
Font Type:
Arial Georgia Verdana
Font Size:
Aa Aa Aa
Line Spacing:
Column Width:
Background:
Article

Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification

by
María Elena Parra-González
1,
Jesús López Belmonte
2,*,
Adrián Segura-Robles
1 and
Arturo Fuentes Cabrera
2
1
Department of Research Methods and Diagnosis in Education, University of Granada, 51001 Ceuta, Spain
2
Department of Didactics and School Organization, University of Granada, 51001 Ceuta, Spain
*
Author to whom correspondence should be addressed.
Sustainability 2020, 12(2), 602; https://0-doi-org.brum.beds.ac.uk/10.3390/su12020602
Submission received: 5 December 2019 / Revised: 28 December 2019 / Accepted: 12 January 2020 / Published: 14 January 2020
(This article belongs to the Special Issue Online and Ubiquitous Training, Mobile Technology in Education and Sustainability)
Browse Figure
Versions Notes

Abstract

:
Introduction: Nowadays, education is immersed in a process of constant renewal due to the inference of two fundamental facts: The emergence of new technologies and the development of new active methodologies that lead the teaching and learning processes. Methods: A case study was developed to analyze the effects caused in these processes by the implementation of “flipped learning” and “gamification” as teaching models; after the implementation of each one, variables such as learning achievement, learning anxiety, motivation, and autonomy were compared. This work was carried out with secondary school subjects (n = 60) of an educational center of the Autonomous City of Ceuta. A descriptive experimental study was carried out. Gamification and flipped learning effects were compared to analyze both their potentials as educational methodologies. Results: The results show the benefits of both methodologies. All measured dimensions increased positively, in accordance with previous studies on the subject. Conclusion: The implementation of both methodologies in the classroom causes an improvement in the students’ learning processes, in their achievements, and in their enthusiasm.

1. Introduction

It cannot be denied that today’s society is in a process of digitalization, derived from the constant influence that continuous advances and technological advances are causing in people’s lives. This situation is demonstrated in the projection that it assumes and in the prominent position in which information and communication technologies (ICT) are found in the social, educational, and labor functions of citizens [1].
Specifically, the penetration and expansion of ICT into the field of education has been one of the most prominent [2]. This fact is justified by the transformation experienced by the training processes, which have benefited from the constant innovation produced in the entire educational spectrum, from the changes in the roles of the main agents (teacher–students), to the emergence of new methodologies, resources, means, and places to develop the teaching and learning processes [3,4].
The development of educational technologies and emerging methodologies has been full, as it is the protagonist of the educational renewal that is happening in the learning spaces [5]. The inclusion of these new ways of learning has led to various academic indicators of attitudinal types such as motivation, attitude, and perception of students; these are favored as a result of all the means, tools, and digital resources that are available to boost formative processes [6,7,8].
ICTs have created an opening of possibilities to carry out formative actions and to provide students with access to the contents and teaching materials [9]. In this sense, the integration of ICTs in everyday instructional actions is essential to adapting the educational system to the conditions, needs, and demands of students in a digital age [10]. All of this has resulted in the creation of both new moments and places to deploy teaching practices [11], in the promotion of the ubiquity of learning, and in the emergence of unique experiences and activities to foster and strengthen the learning structures of students [12]. This transformation has led to an increase in training quality and a greater adaptation of education to the intrinsic characteristics of the information and knowledge society [13].
Following the impact that technology and methodological innovation have had on the educational field and its relevant process of pedagogical renewal, new ways of transmitting information to and generating knowledge in students have emerged. An example of this is the appearance of flipped learning and gamification, understood as new teaching methodologies adapted to the new times and paradigms with which the education of the new millennium concurs [14,15].

1.1. Educational Considerations about Flipped Learning

Flipped learning is presented as a mixed methodology where face-to-face and virtual teaching are combined [16]. This approach has acquired a great projection; it is currently being used at all educational levels due to its effectiveness and its practical and dynamic components that make up the act of training [14,17,18].
The ideology of this methodological approach is based on enhancing the time the student spends in the physical classroom to solve problems, interact with classmates and the teacher, and deepen the contents [19], always based on their previous experiences and knowledge [20,21,22]. For this, the teacher previously had to create the contents through an audiovisual medium [23] and host them on a digital platform so that students could have access to them before attending the class [24,25,26]. In addition, flipped learning causes an investment in learning moments, in which a first approach, contact, and assimilation of the contents takes place anywhere first, and ends in the classroom with a deepening of the contents and resolution of the doubts and concerns of the students [27,28].
The change in the traditional teaching and learning schemes and moments involved in the practice of flipped learning has led to a set of potentials at the academic level. This methodology causes an increase in their motivation [29], attitude towards learning [30], commitment to the task [31], interaction [32,33], participation [34], socialization among the agents involved [35,36,37], autonomy [38,39], and even the regulation of learning at individual rates [29,40].
These improvements positively influence the performance and results obtained by the students, resulting in an increase in the assessment test scores [41,42] and a greater assimilation of skills and achievement of objectives [43,44,45]. Consequently, several reported studies in impactful scientific literature have verified the effectiveness of flipped learning in contrast to the use of traditional teaching methods, demonstrating the full formative potential of this innovative approach [46,47,48,49].

1.2. Particularities about Gamification in Education

Gamification is understood as an active methodology that has made its way in education through the use of structure, elements, and designs of games and recreational environments in formal educational settings [39,50,51]. Although it is cataloged within the group of innovative and emerging methodological approaches that are currently being carried out, its practice has been carried out since the 1960s, when the use of the game to improve student learning began to be promulgated [52,53].
Although there are teachers who apply gamification in their classroom, there are still others who do not know that this learning technique is capable of motivating and teaching students in a playful way. One of the main keys to applying it is for the students to have perfectly assimilated the game dynamics that will be carried out. All of them are intended to involve the student in playing and moving forward in achieving their objectives while the activity is being carried out. In gamified experiences, the main objective is to try to maximize children’s abilities through experimentation and play. This way, it is made easier and more possible to achieve more meaningful and functional learning [54].
At present, due to technological impacts, the games have undergone a transformation towards the digital, being able to carry out the learning of contents from the most traditional games to the most innovative videogames with large digital loads [55,56,57]. Gamification can be applied at different educational levels, demonstrating its potential at an early age [58], in adolescence [59], and even in university contexts [60].
The use of gamification in formative action is a benefit to the motivation of students, which is increased as a result of this innovative methodology [61,62]. Likewise, other academic indicators—such as the social and interactive components among students, teachers, and content—are increased with the use of games [15]. Gamification also contributes to improving the involvement, interest, and students’ attitudes toward learning tasks [63,64,65], as well as their autonomy as agent builders of their own knowledge [66].
Through gamification, students build their knowledge through a game that does not involve an apparent effort, so it helps to improve their involvement and dedication in educational activities of a playful nature [67]. Unlike traditional methodologies, gamification rewards every effort made in addition to the achievements, so that the attitude, commitment, and motivation of the students towards new learning experiences are benefited [68], which has a greater impact on performance [69] and ease in learning content [70,71].
All of this leads to the reflection that ICTs assume a very important role in gamification, since through technology, one can design different training scenarios through online games, where—thanks to their ubiquity—they can generate learning in any context, whether formal, non-formal, or informal [72].
In this sense, with these dynamics of work in virtual environments, interaction, socialization, and problem solving are favored in a cooperative manner [73]. First, a scientometric study of educational gamification was developed in 2019. Given the recent interest in gamification in education, one of the conclusions that they achieved was to carry out a specific research analyzing gamification by education level; that is what this work is: A research to determine the influence of gamification on secondary education with a specific intervention [72].

2. Materials and Methods

This study was carried out through the experimental design of a descriptive and correlational analysis based on the quantitative perspective, as indicated by the experts [74,75]. First, students, who had not had experiences with gamification or flipped learning, answered a pre-test. Then, some activities were carried out through these active methodologies. Finally, a post-test was given again to the students to measure the different variables after the experience of the before-mentioned active methodologies.
All statistical analysis was carried out with the Statistical Package for the Social Sciences (SPSS) v25 program. In the data analysis, descriptive statistics such as mean (M) and standard deviation (SD) were used. The measurement of the size of the effect caused was obtained by biserial correlation (r). In addition, a p < 0.05 is established in the study as a statistically significant difference.

2.1. Participants

The participants who took part in this experiment were 60 secondary school students. Recent studies of relevance and impact in the educational field show that the sample size in this type of investigation does not condition the performance of these experiments [76,77].
The students of this study were selected through a non-probabilistic technique of an intentional type—thanks to the ease of access to the students’ educational center—and by conglomerates. The configuration of the conglomerates was not a problem due to the existence of two groups of students of the same level in an educational center of the Autonomous City of Ceuta (Spain).
In particular, students were selected from the third year of Secondary Education (n = 60; Mage = 16 years; SD = 1.62). The configuration of the group in relation to sex included 35 boys and 25 girls.

2.2. Instrument

Data collection was done with an ad hoc questionnaire. The design of this instrument was based on other validated instruments obtained from the reviewed scientific literature [78,79]. The questionnaire has 42 items. The dimensions of learning achievement, learning anxiety, motivation, and autonomy compose the questionnaire. To measure the items, a Likert scale with a range of four points was used (from 1 = Strongly disagree to 4 = Strongly agree).
The instrument was validated in a quantitative and qualitative way. First, a Delphi method was carried out to validate it qualitatively. The procedure involved ten experts from several universities, who were involved with emerging technologies and innovation in the educational field. The questionnaire was positively valued by these experts (M = 4.87; SD = 0.21; min = 1; max = 6), who also gave certain recommendations about some items. In the review, the Fleiss’s Kappa and Kendall’s W were applied to achieve the indexes of concordance and relevance of the observations granted, drawing positive results (K = 0.87; W = 0.89). Subsequently, performing an exploratory factor analysis using the principal components method with Varimax rotation quantitatively validated it. The tests determined the dependence between the delimited variables (Bartlett’s test of sphericity = 2647.21; p < 0.001) and adequacy of the sample (Kaiser–Meyer–Olkin = 0.86).
In addition, other statistics were used to measure the reliability of the questionnaire, such as Cronbach’s alpha (α), Compound Reliability (CR), and Average Variance Extracted (AVE), confirming all of the values achieved for the internal consistency of the questionnaire.

2.3. Procedure

This study was carried out in several phases. Firstly, the instrument was designed and validated. Secondly, participants of the study were selected. Afterwards, the first phase of data collection was done. Then, several activities were carried out using the active methodologies of gamification and flipped learning. Finally, the second phase of data collection was performed. The difference with respect to time between the two tests was one month—before and after developing the sessions with active methodologies (two per week).
To develop the study, teachers were responsible for developing the learning activities through gamification and flipped learning. The mentioned purposes of the use of these active and emerging methodologies were focused on increasing the motivation, participation, attitude, interest, autonomy, and teamwork of students by presenting an innovative training action. Students are the protagonists of the whole process, and the role of the teacher is focused on presenting the activities and problems to be solved and orienting students towards the achievement of learning and knowledge. All of this is carried out in an appropriate class environment generated by the teacher, avoiding situations of stress, noise, and lack of control that can cause distraction and anxiety during the development of the sessions.
The main variables of experimentation were based on global ideas about autonomy involved in fields such as self-determination. Together with motivation, these represent the two main aspects to investigate, which become convergent with those ascertained from the aforementioned studies.
Figure 1 shows a summary of the investigation process followed.

3. Results

Initially, it was proposed to resort to traditional parametric statistics to perform analyses. After verifying that data collected for both groups did not follow a normal distribution, the researchers decided to use equivalent non-parametric tests. For this purpose, the Shapiro–Wilk test was used. The p-value was 0.01 for the control group, and the p-value was 0.03 for the experimental group; both values are below 0.05, evidencing that the participation values were not normally distributed.
In order to prove the validity of the questionnaire used, the classic validation tests proposed by the literature are used: Cronbach’s alpha (α), Composite Reliability (CR), and Average Extracted Variance (AVE). The results show (Table 1) reliability indices that can be considered acceptable for all values of α > 0.79, CR > 0.60, and AVE > 0.5 [80].
As shown in Table 2, the values obtained for the gamified experience are similar in all analyzed dimensions of both the pre- and post-tests. Learning anxiety showed low levels (2.18 ± 0.52; 2.25 ± 0.71) for the first gamified experience and (4.60 ± 0.77; 4.13 ± 0.91) for the flipped experience. In relation to motivation, two methodologies showed great values in the pre- and post-tests (4.69 ± 0.23; 4.79 ± 0.42 and 4.05 ± 0.81; 4.10 ± 0.90 out of 5).
On the other hand, autonomy values were superior in flipped learning (4.15 ± 0.59 and 4.92 ± 0.32) and low in gamified learning (3.20 ± 0.31; 3.51 ± 0.72).
The primary evaluation was done in the measurement of learning achievement (Table 3). For this situation, the attained results in the post-test were analyzed between the two measurements. The outcomes show no significant differences (Z = −0.985; p = 0.087). For this situation, flipped learning had a higher value for the mean position (MR = 71.32) than that of conventional learning (MR = 69.47).
Conversely, the learning anxiety measurement was examined for each of the learning types utilized during the research. As shown in Table 4, in the gamified unit, anxiety values had substantial differences (Z = −1.872; p = 0.040; r = 0.11). Where the flipped technique was utilized, anxiety values were also significantly diminished (Z = −1.954; p = 0.045; r = 0.10). These distinctions show a low affiliation intensity (r < 0.11).
One of the most significant parts of any groundbreaking involvement in the classroom is the inspiration. The results (Table 5) do not show solitary contrasts between the student’s past and subsequent inspiration in a gamified learning model (Z = −1.173; p = 0.073). The same applies in the adjustment of students’ inspiration when completing the subject dependent on a flipped technique (Z = −1.127; p = 0.057).
With respect to autonomy—as in past measurements—there is a significant difference (Table 6). Despite the fact that the gamified teaching unit does not cause an upsurge in autonomy (Z = −2.179; p = 0.071), this happens in the flipped unit (Z = −2.346; p = 0.045). These distinctions show a medium affiliation intensity (r = 0.45).

4. Discussion

Current education requires a profound process of transformation that must be supported by two fundamental pillars: On the one hand, the information and communication technologies and, on the other, the innovative methodologies that have emerged because of the implementation of the former in the future of teaching. This is widely found in a multitude of top-level research, comparing here the results obtained in this study with those that already exist on the subject and the variables studied.
The inclusion of the ICTs already in itself generates multiple advantages in the development of the students [2], as it happens in this study. In addition, in this experimentation, we can realize the benefits that the two methodologies analyzed in the study have for students, like the rest of new methodologies that are usually applied in current education [3].
The two methodologies that were part of the study have shown their benefits for the development of the student learning that was part of it. On the one hand, the application of flipped learning causes a significant improvement of the processes and results, encouraging the restlessness of the students, as demonstrated in previous studies [27]. In addition, during the application of flipped learning, there is an increase in motivation, as in other cases [29], and greater autonomy of the students immersed in the teaching processes with this methodology [38].
On the other hand, the application of gamification as an educational tool in the classroom has also meant an increase in the variables that we might consider to be of special relevance. In addition, as with the previous method, better results are obtained and its potential and effectiveness are demonstrated, as in other studies [58]. Based on other variables, we can also observe how autonomy increases, as in other studies [66]; of course, it also implies a wide increase in student motivation, already outlined in other previous studies [61].
It should be noted that this increase in variables is usually very similar in the application of both methodologies; it should be noted that the most significant increase is the one that occurs in the autonomy variable after the application of flipped learning. This fact is understandable since it is one of the pillars of this methodology.
The discussion of these results is based on the continuity of studies on the subject that have been developed so far, highlighting the benefits of the application of flipped learning in the classroom, demonstrated in several previous studies [81,82,83].
On the other hand, the good results obtained after the application of gamification as a methodology are also remarkable, and are consistent with previous studies [51,65,84].

5. Conclusions

The uses of the technologies and the innovative methodologies that derive from their implantation in the classroom happen to be the key tools for the future of educational development due to the multiple benefits that they produce in the students. It is necessary to mention that another benefit is the convenience of using these two methodologies in the daily development of classes.
On the one hand, the implementation of the flipped classroom causes an improvement in the students’ learning processes, in their achievements, and in the enthusiasm reflected in the students. In addition, it improves the processes of motivation and, above all, the process of autonomy in the students.
On the other hand, it should be noted that gamification and its application in the classroom is an effective method with which better results and predispositions of students to learn are also achieved. In addition, they cause greater autonomy and, above all, greater motivation in students when dealing with learning.
It should be noted that, once the in-depth study of the scientific literature was carried out, no studies were found that directly relate the variables of this study and mix both methodologies. We can indicate that there is a gap in the relationships and applications of several methodologies, which could cause future studies in relation to that issue. The union of these two methodological innovations embarks on a new path in the field of research.

Author Contributions

Conceptualization, J.L.B. and A.F.C.; methodology, M.E.P.-G.; software, A.S.-R.; validation, A.S.-R.; formal analysis, M.E.P.-G.; investigation, M.E.P.-G., J.L.B., A.F.C., and A.S.-R.; data curation, A.S.-R.; writing—original draft preparation, J.L.B. and A.F.C.; writing—review and editing, J.L.B. and M.E.P.-G.; visualization, A.F.C.; supervision, M.E.P.-G. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Conflicts of Interest

The authors declare no conflict of interest.

References

  1. Maldonado Berea, G.A.; García González, J.; Sampedro Requena, B.E. El efecto de las TIC y redes sociales en estudiantes universitarios. RIED Rev. Iberoam. Educ. Distancia 2019, 22, 153–176. [Google Scholar] [CrossRef]
  2. Area-Moreira, M.; Hernández-Rivero, V.; Sosa-Alonso, J.J. Models of educational integration of ICTs in the classroom. Comunicar 2016, 24, 79–87. [Google Scholar] [CrossRef]
  3. Garrote Rojas, D.; Arenas Catillejo, J.Á.; Jiménez-Fernández, S. Las tic como herramienta de desarrollo de la competencia intercultural. EDMETIC 2018, 7, 134–157. [Google Scholar] [CrossRef] [Green Version]
  4. Li, S.; Yamaguchi, S.; Sukhbaatar, J.; Takada, J. The Influence of Teachers’ Professional Development Activities on the Factors Promoting ICT Integration in Primary Schools in Mongolia. Educ. Sci. 2019, 9, 78. [Google Scholar] [CrossRef] [Green Version]
  5. Pereira, S.; Fillol, J.; Moura, P. Young people learning from digital media outside of school: The informal meets the formal. Comunicar 2019, 27, 41–50. [Google Scholar] [CrossRef] [Green Version]
  6. Álvarez-Rodriguez, M.D.; del Carmen Bellido-Márquez, M.; Atencia-Barrero, P. Enseñanza artística mediante TIC en la Educación Secundaria Obligatoria. Rev. Educ. Distancia RED 2019, 1, 1–19. [Google Scholar] [CrossRef]
  7. Khine, M.S.; Ali, N.; Afari, E. Exploring relationships among TPACK constructs and ICT achievement among trainee teachers. Educ. Inf. Technol. 2017, 22, 1605–1621. [Google Scholar] [CrossRef]
  8. López-Quintero, J.L.; Pontes-Pedrajas, A.; Varo-Martínez, M. Las TIC en la enseñanza científico-técnica hispanoamericana: Una revisión bibliográfica. Digit. Educ. Rev. 2019, 35, 229–243. [Google Scholar]
  9. Mat Salleh, N.S.; Abdul Karim, A.; Mat Deli, M.; Abdul Manaf, S.Z.; JZ Nun Ramlan, N.F.; Hamdan, A. An Evaluation of Content Creation for Personalised Learning Using Digital ICT Literacy Module among Aboriginal Students (MLICT-OA). Turk. Online J. Distance Educ. 2019, 20, 41–58. [Google Scholar] [CrossRef] [Green Version]
  10. Escobar, J.C.; Sánchez, P.A. Limitaciones conceptuales para la evaluación de la competencia digital. Rev. Espac. 2018, 39, 1–7. [Google Scholar]
  11. Nogueira, F.; Shigueo, E.; Abdala, H. Collaborative teaching and learning strategies for communication networks. Int. J. Eng. Educ. 2018, 34, 527–536. [Google Scholar]
  12. Cabero, J.; Barroso, J. Los escenarios tecnológicos en Realidad Aumentada (RA): Posibilidades educativas. Aula Abierta 2018, 47, 327–336. [Google Scholar] [CrossRef]
  13. Cuevas, R.E.; Feliciano, A.; Alarcón, A.; Catalán, A.; Alonso, G.A. La Integración de herramientas TIC al perfil del Ingeniero en Computación de la Universidad Autónoma de Guerrero, México. Virtualidad Educ. Cienc. 2019, 10, 20–32. [Google Scholar]
  14. López Belmonte, J.; Pozo Sánchez, S.; Del Pino Espejo, M.J. Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts. J. New Approaches Educ. Res. 2019, 8, 184–200. [Google Scholar] [CrossRef]
  15. Parra-González, M.E.; Segura-Robles, A. Traducción y validación de la escala de evaluación de experiencias gamificadas (GAMEX). Bordón Rev. Pedagog. 2019, 71, 87–99. [Google Scholar] [CrossRef] [Green Version]
  16. Mengual-Andrés, S.; López Belmonte, J.; Fuentes Cabrera, A.; Pozo Sánchez, S. Modelo estructural de factores extrínsecos influyentes en el flipped learning. Educ. XX1 2019, 23, 75–101. [Google Scholar] [CrossRef] [Green Version]
  17. He, W.; Holton, A.; Farkas, G.; Warschauer, M. The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learn. Instr. 2016, 45, 61–71. [Google Scholar] [CrossRef] [Green Version]
  18. Zainuddin, Z.; Habiburrahim, H.; Muluk, S.; Keumala, C.M. How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education. Indones. J. Appl. Linguist. 2019, 8, 678–690. [Google Scholar] [CrossRef]
  19. Bergmann, J.; Sams, A. Flip Your Classroom: Reach Every Student in Every Class Every Day; International Society for Technology in Education: Eugene, OR, USA, 2012; ISBN 978-1-56484-315-9. [Google Scholar]
  20. El Miedany, Y. Flipped Learning. In Rheumatology Teaching; Springer International Publishing: Cham, Switzerland, 2019; pp. 285–303. ISBN 978-3-319-98212-0. [Google Scholar]
  21. Khadri, H.O. Flipped Learning As A New Educational Paradigm: An Analytical Critical Study. Eur. Sci. J. ESJ 2016, 12, 417–443. [Google Scholar]
  22. Zainuddin, Z.; Halili, S.H. Flipped Classroom Research and Trends from Different Fields of Study. Int. Rev. Res. Open Distrib. Learn. 2016, 17, 1–23. [Google Scholar] [CrossRef]
  23. López Belmonte, J.; Pozo Sánchez, S.; Fuentes Cabrera, A.; López Núñez, J.A. Creación de contenidos y flipped learning: Un binomio necesario para la educación del nuevo milenio. Rev. Esp. Pedagog. 2019, 77, 535–555. [Google Scholar] [CrossRef] [Green Version]
  24. Abeysekera, L.; Dawson, P. Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. High. Educ. Res. Dev. 2015, 34, 1–14. [Google Scholar] [CrossRef] [Green Version]
  25. Long, T.; Cummins, J.; Waugh, M. Use of the flipped classroom instructional model in higher education: instructors’ perspectives. J. Comput. High. Educ. 2017, 29, 179–200. [Google Scholar] [CrossRef]
  26. Schmidt, S.M.P.; Ralph, D.L. The Flipped Classroom: A Twist On Teaching. Contemp. Issues Educ. Res. CIER 2016, 9, 1–6. [Google Scholar] [CrossRef] [Green Version]
  27. Bognar, B.; Sablić, M.; Škugor, A. Flipped Learning and Online Discussion in Higher Education Teaching. In Didactics of Smart Pedagogy; Daniela, L., Ed.; Springer International Publishing: Cham, Switzerland, 2019; pp. 371–392. ISBN 978-3-030-01550-3. [Google Scholar]
  28. Long, T.; Logan, J.; Waugh, M. Students’ Perceptions of the Value of Using Videos as a Pre-class Learning Experience in the Flipped Classroom. TechTrends 2016, 60, 245–252. [Google Scholar] [CrossRef]
  29. Tse, W.S.; Choi, L.Y.A.; Tang, W.S. Effects of video-based flipped class instruction on subject reading motivation: Flipped class instruction. Br. J. Educ. Technol. 2019, 50, 385–398. [Google Scholar] [CrossRef]
  30. Lee, J.; Park, T.; Davis, R.O. What affects learner engagement in flipped learning and what predicts its outcomes? FL engagement and outcomes. Br. J. Educ. Technol. 2018, 0, 1–18. [Google Scholar]
  31. Huang, B.; Hew, K.F.; Lo, C.K. Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interact. Learn. Environ. 2019, 27, 1106–1126. [Google Scholar] [CrossRef]
  32. Castellanos Sánchez, A.; Sánchez Romero, C.; Calderero Hernández, J.F. Nuevos modelos tecnopedagógicos. Competencia digital de los alumnos universitarios. Rev. Electrónica Investig. Educ. 2017, 19, 53–60. [Google Scholar] [CrossRef] [Green Version]
  33. Hwang, G.-J.; Lai, C.-L.; Wang, S.-Y. Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. J. Comput. Educ. 2015, 2, 449–473. [Google Scholar] [CrossRef]
  34. Chyr, W.-L.; Shen, P.-D.; Chiang, Y.-C.; Lin, J.-B.; Tsai, C.-W. Exploring the Effects of Online Academic Help-Seeking and Flipped Learning on Improving Students’ Learning. Educ. Technol. Soc. 2017, 20, 11–23. [Google Scholar]
  35. Báez Pérez, C.I.; Clunie Beaufond, C.E. Una mirada a la Educación Ubicua. RIED Rev. Iberoam. Educ. Distancia 2019, 22, 325–344. [Google Scholar] [CrossRef] [Green Version]
  36. Kwon, J.; Woo, H. The Impact of Flipped Learning on Cooperative and Competitive Mindsets. Sustainability 2017, 10, 79. [Google Scholar] [CrossRef] [Green Version]
  37. Chen Hsieh, J.S.; Wu, W.-C.V.; Marek, M.W. Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning. Comput. Assist. Lang. Learn. 2017, 30, 1–21. [Google Scholar] [CrossRef]
  38. Cerezo, R.; Bernardo, A.; Esteban, M.; Sánchez, M.; Tuero, E. Programas para la promoción de la autorregulación en educación superior: Un estudio de la satisfacción diferencial entre metodología presencial y virtual. Eur. J. Educ. Psychol. 2015, 8, 30–36. [Google Scholar] [CrossRef] [Green Version]
  39. González, N.; Carriilo, G.A. El Aprendizaje Cooperativo y la Flipped Classroom: Una pareja ideal mediada por las TIC. Aularia Rev. Digit. Comun. 2016, 5, 43–48. [Google Scholar]
  40. Tourón, J.; Santiago, R. El modelo Flipped Learning y el desarrollo del talento en la escuela = Flilpped Learning model and the development of talent at school. Rev. Educ. 2015, 174–195. [Google Scholar]
  41. Fisher, R.; Ross, B.; LaFerriere, R.; Maritz, A. Flipped learning, flipped satisfaction, getting the balance right. Teach. Learn. Inq. 2017, 5, 114–127. [Google Scholar] [CrossRef] [Green Version]
  42. Karabulut-Ilgu, A.; Jaramillo Cherrez, N.; Hassall, L. Flipping to engage students: Instructor perspectives on flipping large enrolment courses. Australas. J. Educ. Technol. 2018, 34, 123–137. [Google Scholar] [CrossRef] [Green Version]
  43. Awidi, I.T.; Paynter, M. The impact of a flipped classroom approach on student learning experience. Comput. Educ. 2019, 128, 269–283. [Google Scholar] [CrossRef]
  44. Nortvig, A.-M.; Petersen, A.K.; Balle, S.H. A Literature Review of the Factors Influencing E-Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement. Electron. J. E-Learn. 2018, 16, 46–55. [Google Scholar]
  45. Yoshida, H. Perceived Usefulness of “Flipped Learning” on Instructional Design for Elementary and Secondary Education: With Focus on Pre-service Teacher Education. Int. J. Inf. Educ. Technol. 2016, 6, 430–434. [Google Scholar] [CrossRef] [Green Version]
  46. Huan, C. A Study on Digital Media Technology Courses Teaching Based on Flipped Classroom. Am. J. Educ. Res. 2016, 4, 264–267. [Google Scholar]
  47. Sola Martínez, T.; Aznar Díaz, I.; Romero Rodríguez, J.M.; Rodríguez-García, A.-M. Eficacia del Método Flipped Classroom en la Universidad: Meta-Análisis de la Producción Científica de Impacto. REICE Rev. Iberoam. Sobre Calid. Efic. Cambio Educ. 2018, 17, 25–38. [Google Scholar] [CrossRef]
  48. Thai, N.T.T.; De Wever, B.; Valcke, M. The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Comput. Educ. 2017, 107, 113–126. [Google Scholar] [CrossRef]
  49. Pozo Sánchez, S.; López Belmonte, J.; Moreno Guerrero, A.J.; López Núñez, J.A. Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching. Sustainability 2019, 11, 5968. [Google Scholar] [CrossRef] [Green Version]
  50. Attali, Y.; Arieli-Attali, M. Gamification in assessment: Do points affect test performance? Comput. Educ. 2015, 83, 57–63. [Google Scholar] [CrossRef]
  51. Hanus, M.D.; Fox, J. Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Comput. Educ. 2015, 80, 152–161. [Google Scholar] [CrossRef]
  52. Malone, T.W.; Lepper, M.R. Making Learning Fun: A Taxonomy of Intrinsic Motivations for Learning. In Aptitude, Learning and Instruction III: Conative and Affective Process Analyses; Snow, R.E., Farr, M.J., Eds.; Lawrence Erlbaum Associates: Hillsdale, MI, USA, 1987; pp. 223–253. [Google Scholar]
  53. Piaget, J. Play, Dreams and Imitation in Childhood; Routledge: London, UK, 1999; ISBN 978-0-415-86445-9. [Google Scholar]
  54. Yarosh, S.; Schueller, S.M. “Happiness Inventors”: Informing Positive Computing Technologies Through Participatory Design With Children. J. Med. Internet Res. 2017, 19, 14–20. [Google Scholar] [CrossRef] [Green Version]
  55. Montiel, J.A.; Sánchez, P.G.; García, A.M.; Ares, A.F.; Guervós, J.M.; Valdivieso, P.C. Progamer: Aprendiendo a programar usando videojuegos como metáfora para visualización de código. ReVisión 2014, 7, 93–104. [Google Scholar]
  56. Contreras Espinosa, R.S. Presentación. Juegos digitales y gamificación aplicados en el ámbito de la educación. RIED Rev. Iberoam. Educ. Distancia 2016, 19, 27–33. [Google Scholar] [CrossRef] [Green Version]
  57. Gallego-Durán, F.J.; Villagrá-Arnedo, C.-J.; Satorre Cuerda, R.; Compañ, P.; Molina-Carmona, R.; Llorens Largo, F. Panorámica: Serious games, gamification y mucho más. ReVisión. 2014, 7, 13–23. [Google Scholar]
  58. Su, C.-H.; Cheng, C.-H. A mobile gamification learning system for improving the learning motivation and achievements: A mobile gamification learning system. J. Comput. Assist. Learn. 2015, 31, 268–286. [Google Scholar] [CrossRef]
  59. Giannakos, M.N. Enjoy and learn with educational games: Examining factors affecting learning performance. Comput. Educ. 2013, 68, 429–439. [Google Scholar] [CrossRef]
  60. Dib, H.; Adamo-Villani, N. Serious Sustainability Challenge Game to Promote Teaching and Learning of Building Sustainability. J. Comput. Civ. Eng. 2014, 28, 1–11. [Google Scholar] [CrossRef]
  61. Banfield, J.; Wilkerson, B. Increasing Student Intrinsic Motivation and Self-Efficacy through Gamification Pedagogy. Contemp. Issues Educ. Res. 2014, 7, 291–298. [Google Scholar] [CrossRef]
  62. Martí-Parreño, J.; Seguí-Mas, D.; Seguí-Mas, E. Teachers’ Attitude towards and Actual Use of Gamification. Procedia Soc. Behav. Sci. 2016, 228, 682–688. [Google Scholar] [CrossRef] [Green Version]
  63. Brewer, R.; Anthony, L.; Brown, Q.; Irwin, G.; Nias, J.; Tate, B. Using gamification to motivate children to complete empirical studies in lab environments. In Proceedings of the 12th International Conference on Interaction Design and Children—IDC ‘13, New York, NY, USA, 24–27 June 2013; pp. 388–391. [Google Scholar]
  64. Pérez-Manzano, A.; Almela-Baeza, J. Gamification and transmedia for scientific promotion and for encouraging scientific careers in adolescents. Comunicar 2018, 26, 93–103. [Google Scholar] [CrossRef] [Green Version]
  65. Wang, A.I. The wear out effect of a game-based student response system. Comput. Educ. 2015, 82, 217–227. [Google Scholar] [CrossRef] [Green Version]
  66. Xi, N.; Hamari, J. Does gamification satisfy needs? A study on the relationship between gamification features and intrinsic need satisfaction. Int. J. Inf. Manag. 2019, 46, 210–221. [Google Scholar] [CrossRef]
  67. Simões, J.; Redondo, R.D.; Vilas, A.F. A social gamification framework for a K-6 learning platform. Comput. Hum. Behav. 2013, 29, 345–353. [Google Scholar] [CrossRef]
  68. Deterding, S.; Dixon, D.; Khaled, R.; Nacke, L. From Game Design Elements to Gamefulness: Defining “Gamification”. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, New York, NY, USA, 28–30 September 2011; pp. 9–15. [Google Scholar]
  69. Mekler, E.D.; Brühlmann, F.; Opwis, K.; Tuch, A.N. Do points, levels and leaderboards harm intrinsic motivation? In An empirical analysis of common gamification elements. In Proceedings of the First International Conference on Gameful Design, Research, and Applications—Gamification ‘13, Toronto, ON, Canada, 2–4 October 2013; pp. 66–73. [Google Scholar]
  70. Domínguez, A.; Saenz-de-Navarrete, J.; de-Marcos, L.; Fernández-Sanz, L.; Pagés, C.; Martínez-Herráiz, J.-J. Gamifying learning experiences: Practical implications and outcomes. Comput. Educ. 2013, 63, 380–392. [Google Scholar] [CrossRef]
  71. Gee, J.P. What Video Games Have to Teach Us about Learning and Literacy; Rev. and updated ed.; Palgrave Macmillan: New York, NY, USA, 2007; ISBN 978-1-4039-8453-1. [Google Scholar]
  72. Parra-González, M.A.E.; Segura-Robles, A. Producción científica sobre gamificación en educación: Un análisis cienciométrico. Rev. Educ. 2019, 5, 113–131. [Google Scholar]
  73. Christy, K.R.; Fox, J. Leaderboards in a virtual classroom: A test of stereotype threat and social comparison explanations for women’s math performance. Comput. Educ. 2014, 78, 66–77. [Google Scholar] [CrossRef]
  74. Pérez-Escoda, A. Uso de smartphones y redes sociales en alumnos/as de Educación Primaria. Rev. Prism. Soc. 2018, 1, 76–91. [Google Scholar]
  75. Hernández Sampieri, R.; Fernández Collado, C.; Baptista Lucio, P.; Méndez Valencia, S.; Mendoza Torres, C.P. Metodología de la investigación; McGrawHill: Mexico City, Mexico, 2014; ISBN 978-1-4562-2396-0. [Google Scholar]
  76. Rodriguez, N. Diseños Experimentales en Educación. Rev. Pedagog. 2011, 32, 147–158. [Google Scholar]
  77. Chou, P.-N.; Feng, S.-T. Using a Tablet Computer Application to Advance High School Students’ Laboratory Learning Experiences: A Focus on Electrical Engineering Education. Sustainability 2019, 11, 381. [Google Scholar] [CrossRef] [Green Version]
  78. Yılmaz, A.; Soyer, F. Effect of Physical Education and Play Applications on School Social Behaviors of Mild-Level Intellectually Disabled Children. Educ. Sci. 2018, 8, 89. [Google Scholar] [CrossRef] [Green Version]
  79. Martín Rodríguez, D.; Sáenz de Jubera, M.M.; Campión, R.S.; Chocarro de Luis, E. Diseño de un instrumento para evaluación diagnóstica de la competencia digital docente: Formación flipped classroom. Didáctica Innov. Multimed. 2016, 1, 1–15. [Google Scholar]
  80. Ab Hamid, M.R.; Sami, W.; Mohmad Sidek, M.H. Discriminant Validity Assessment: Use of Fornell & Larcker criterion versus HTMT Criterion. J. Phys. Conf. Ser. 2017, 890, 1–6. [Google Scholar]
  81. Hinojo, F.J.; Aznar Díaz, I.A.; Romero Rodríguez, J.M.; Marín, J.A. Influencia del aula invertida en el rendimiento académico. Una revisión sistemática. Campus Virtuales 2019, 8, 9–18. [Google Scholar]
  82. Iñigo Mendoza, V. Flipped Classroom y la adquisición de competencias en la enseñanza universitaria online. Opción 2015, 35, 472–479. [Google Scholar]
  83. Sánchez Rodríguez, J.; Ruiz Palmero, J.; Sánchez Vega, E. Flipped classroom. Claves para su puesta en práctica. EDMETIC 2017, 6, 336–358. [Google Scholar] [CrossRef] [Green Version]
  84. Dale, S. Gamification: Making work fun, or making fun of work? Bus. Inf. Rev. 2014, 31, 82–90. [Google Scholar] [CrossRef]
Sustainability 12 00602 g001 550
Figure 1. Overview of the experimental procedure of the present research.
Figure 1. Overview of the experimental procedure of the present research.
Sustainability 12 00602 g001
Table
Table 1. Reliability and validity indices.
Table 1. Reliability and validity indices.
Alpha (α)CR *AVE **
Learning Achievement0.810.9310.711
Learning Anxiety0.790.7930.695
Motivation0.900.8370.752
Autonomy0.890.8150.842
Note: * Composite Reliability, ** Average Extracted Variance.
Table
Table 2. Descriptive analysis of each dimension in the two kinds of learning.
Table 2. Descriptive analysis of each dimension in the two kinds of learning.
Gamified Experience
Pre-TestPost-Test
Mean (SD)Mean (SD)
Learning Achievement----4.80 (0.25)
Learning Anxiety2.18 (0.52)2.25 (0.71)
Motivation4.69 (0.23)4.79 (0.42)
Autonomy3.20 (0.31)3.51 (0.72)
Flipped learning
Pre-testPost-test
Mean (SD)Mean (SD)
Learning Achievement----4.85 (0.76)
Learning Anxiety4.60 (0.77)4.13 (0.91)
Motivation4.05 (0.81)4.10 (0.90)
Autonomy4.15 (0.59)4.92 (0.32)
Table
Table 3. Mann–Whitney U test for the learning achievement dimension.
Table 3. Mann–Whitney U test for the learning achievement dimension.
Mean RankUZpr
Post-testGamified69.47163.400−0.9850.087---
Flipped71.32
Note: The following are the intervals for r: 0.10: Small effect; 0.30: Intermediate effect; and 0.50 or higher: Strong effect.
Table
Table 4. Mann–Whitney U test for the learning anxiety dimension.
Table 4. Mann–Whitney U test for the learning anxiety dimension.
Mean RankUZpr
GamifiedPre-test41.12332.000−1.8720.0400.11
Post-test57.19
FlippedPre-test39.33301.800−1.9540.0450.10
Post-test55.53
Table
Table 5. Mann–Whitney U test for the learning motivation dimension.
Table 5. Mann–Whitney U test for the learning motivation dimension.
Mean RankUZpr
GamifiedPre-test33.03281.500−1.1730.073--
Post-test39.15
FlippedPre-test43.61211.300−1.1270.057--
Post-test44.80
Table
Table 6. Mann–Whitney U test for the learning autonomy dimension.
Table 6. Mann–Whitney U test for the learning autonomy dimension.
Mean RankUZpr
GamifiedPre-test31.47196.200−2.1790.071--
Post-test30.15
FlippedPre-test30.85205.100−2.3460.0450.15
Post-test46.45

Share and Cite

MDPI and ACS Style

Parra-González, M.E.; López Belmonte, J.; Segura-Robles, A.; Fuentes Cabrera, A. Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification. Sustainability 2020, 12, 602. https://0-doi-org.brum.beds.ac.uk/10.3390/su12020602

AMA Style

Parra-González ME, López Belmonte J, Segura-Robles A, Fuentes Cabrera A. Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification. Sustainability. 2020; 12(2):602. https://0-doi-org.brum.beds.ac.uk/10.3390/su12020602

Chicago/Turabian Style

Parra-González, María Elena, Jesús López Belmonte, Adrián Segura-Robles, and Arturo Fuentes Cabrera. 2020. "Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification" Sustainability 12, no. 2: 602. https://0-doi-org.brum.beds.ac.uk/10.3390/su12020602

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

Article Metrics

Back to TopTop